Objectives Students will understand that functions have properties that can be represented algebraically, graphically, or verbally Students will know y=mx+b, slope, y-intercept, understanding graphs Students will be able to show functions can be represented algebraically, graphically, or verbally
Product: Glogster
Common Core State Standards (CCSS) Alignment Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards:2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Rationale: Students will graph functions and express them algebraically using Glogster (virtual poster).
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction The teacher will check for understanding by having students show thumbs up or thumbs down signaling if they understand or not. This will include properties of functions and how they can be represented. Graphs and algebraic expressions will be shown and questions will be asked about them and students will show a thumbs up for understanding or a thumbs down for needs more explanation. Section II – timely feedback for products (self, peer, teacher) Students will self-asess themselves using a checklist that will be provided to them by the teacher. They will be assessing if they are correctly representing the equations they choose. The teacher will use this same checklist to asses their projects when they are complete and score them accordingly. Summative (Assessment of Learning): Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations.
Integration Technology: This project includes technology by using Glogster to create a virtual poster. Content Areas: English: Students will use a cluster for a graphic organizer to plan which functions they want to include in their poster. Art: This project allows students who are enjoy art to be as creative as they'd like. Glogster has a lot of interesting features that they can add to their poster. They must have the required math portion but how they set up their project is completely up to them.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a cluster as a graphing organizer to plan what functions they want to include in their poster. The teacher will ask a question related to graphs and will then shout "stand up, pair up, share up" and students will discuss the question in pairs. Section II – Groups and Roles for Product Students will work independently on this project. When they participate in the cooperative learning activity the pairs will be picked at random. However, the classroom chairs will be set up in rows with two desks per space. Students can assist each other and work together on planning their project but they will complete them separately.
Differentiated Instruction
MI Strategies Verbal: The cooperative learning exercise involves the class in conversation with each other about the content. The students are also using checklists to asses their own work. Logic: The input and output tables, graphs and expressed function are ways a logical thinker analyzes data. Visual: This project allows students to show functions in multiple ways. This is perfect for a visual learner because seeing the function algebraically might be impossible for one person to interpret, but to see it graphically would make more sense for them. Kinesthetic: The hook activity has students getting up and forming a graphed function with their bodies. Each student represents a coordinate. Together they represent a function. Interpersonal: When students are involved in the cooperative learning experience they are collaborating with their classmates in pairs discussing the question the teacher has given them. Intrapersonal: This project is an individually based project. Students will complete their own work and be scored individually.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: If students are absent for either of the days we will be completing this project they should refer to the class wiki for instructions and what they missed on each day. The student is expected to meet with the teacher to discus what they missed and plan for how they will complete the work they missed. Students should rely on their classmates for notes as well as the class wiki for handouts.
Extensions
Type II technology: The product for this assignment is a poster, however, Glogster is a program that makes this poster virtual. This is type II technology because the student can include links to videos, photos, articles and much more on their Glogster. It connects it's viewer to resources other then the poster. It can also be posted on the class wiki for everyone to share what they created. Combined, these reasons make Glogster type II technology. Gifted Students: Gifted students can help their peers to create examples to put on their poster. It is optional but they will be encouraged to do this because it will help them solidify their knowledge and further their understanding.
Materials, Resources and Technology Teacher laptop Student laptops SmartBoard/White board Duct tape Index cards Graph paper Updated class wiki Internet Calculator Textbook Checklist
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: The desks will be set up in rows but each row will contain pairs of desks together. Students will sit in pairs throughout the lesson but students can turn their desks around so there are two sets of pairs sitting together. Agenda: Day one (80 minutes):
Hook (5 minutes)
SmartBoard presentation on graphing (20 minutes)
Practice worksheet (10 minutes)
Product (20 minutes)
◦ Introduction to assignment and checklist (10 minutes) ◦ Glogster tutorial (5 minutes) ◦ Questions (5 minutes)
Work period (graphic organizer) (25 minutes)
Homework: Come up with at least three examples to include on your Glogster. Complete using graphic organizer.
Day Two (80 minutes)
Open with questions related to content or project (10 minutes)
Finish examples and content to be presented on poster and find links to include (40 minutes)
Start Glogster (30 minutes)
Homework: Finish Glogster for next class
Students will understand that functions have properties that can be represented algebraically, graphically, or verbally. Representing information in different ways is extremely important for data interpretation and to have variation for visual and logical people.Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.At the start of class on day one, students will all receive the same equation on an index card and they will pick any x value from -10 to +10 to plug into the equation. They will tell the teacher which number they pick and she will make a table on the SmartBoard. At their desks they will plug their number into the function and when they have an output value (y-cord) the students will stand on their created coordinate on a coordinate plane that is displayed on the floor using duct tape. No student can have the same x value. Where, Why, What, Hook, Tailors: Kinesthetic, logical, interpersonal, intrapersonal, visual
Students will know y=mx+b, slope, y-intercept, understanding graphs. Students will use a cluster as a graphing organizer to plan what functions they want to include in their poster. They can choose to express them however they want but they must have a variety of ways. They can graph equations they are using on graph paper instead of using the cluster. During this the teacher will include cooperative learning by asking a question related to graphs and will shout "stand up, pair up, share up" and students will discuss the question in pairs. Students will use thumbs up/thumbs to show the teacher if they understand properties of functions and how they can be represented. Graphing and algebraic questions will be asked and students will show a thumbs up for understanding and thumbs down for needs more explanation. Students can talk with peers during these processes and can ask the teacher questions at any point. The teacher will also respond to any emails addressing this project and post updates and necessary information to the class wiki whenever necessary. Equip,Explore, Rethink, Tailor: Verbal, logical, interpersonal, intrapersonal, visual
Students will be able to show functions can be represented algebraically, graphically, or verbally. The teacher expects the student to create a virtual poster using Glogster showing how to graph and algebraically express linear functions. When the teacher completes the presentation, she will introduce the assignment. Students will watch a tutorial that introduces them to Glogster and shows them how to navigate the program. I will assign seats to the students so they are sitting in pairs. This will not be a random process because I don't want the class sitting with their friends on this project. Students will be asked graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations. During the beginning stages of this project the teacher will be walking around the room checking her student's graphic organizers and offering help. She will include the thumbs up/thumbs down activity to check for understanding whenever she wants to collectively address where her class is excelling and where they need further instruction. Students will receive a copy of the checklist and they will be expected to use it as they are completing their product. It is what they will be scored by so the teacher will encourage students to thoroughly complete it so they aren't missing any key points. Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, verbal, logical, intrapersonal
Students will self-asses their progress and product using a checklist to evaluate if they are correctly representing the functions they chose. The teacher will use the same checklist the student uses to asses and score this project accordingly. The check-list will ask students to present a minimum of 7 examples and to include inter-active links to videos, images, and articles. Students must complete a Glogster and post it to the class wiki. Their examples must be correctly drawn or expressed to receive full credit. Graphing functions will help student's tremendously on future lessons and in future classes. It's a very important skill that they must know in order to be successful in math classes. In future lessons students will have to graph equations and also analyze and interpret them. Evaluate, Tailors: Verbal, intrapersonal, logic
Content Notes Students will know: y=mx+b slope y-intercept understanding graphs
Handouts Graphic organizer Practice worksheet Graph paper
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Students will have clear expectations throughout this lesson. The directions and lessons will be posted on the class wiki and the teacher will be available by e-mail and during class time. Students will have class notes to refer back to and Youtube videos to watch. Microscope: Students will be able to work independently on this project. However, there will be opportunities for discussions during cooperative learning and filling out their graphic organizers. Gifted students (it will be offered to the whole class, too) can choose to analyze their graphs. Puppy: Students will work in a safe, comfortable atmosphere. Expectations will be expressed at the start of this lesson. Groups will be random when participating in cooperative learning, however, students will only be in this pair for a few minutes. Beach Ball: Students will have the freedom to include any graphs they want and can add as much artistic detail. Students can design their examples or use ones included in the book. Students will have access to a variety of resources. Rationale: This lesson will build off from information introduced in lesson one while introducing new concepts in a variety of learning styles.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative: Section I – checking for understanding during instruction The teacher will check for understanding by having students show thumbs up or thumbs down signaling if they understand or not. This will include properties of functions and how they can be represented. Graphs and algebraic expressions will be shown and questions will be asked about them and students will show a thumbs up for understanding or a thumbs down for needs more explanation. Section II – timely feedback for products (self, peer, teacher) Students will self-assess themselves using a checklist that will be provided to them by the teacher. They will be assessing if they are correctly representing the equations they choose. The teacher will use this same checklist to asses their projects when they are complete and score them accordingly. Summative: Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations. Rationale: The formative assessments will check for understanding and have students grow in their learning. The student and teacher will be able to see where the student needs more attention and direction and where they are grasping information. The summative assessment will show student's mastery on graphing linear equations and give the teacher feedback.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know: y=mx+b, slope, y-intercept, understanding graphs
CCSS: Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards:2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Facet: Explain
Rationale: Students will graph functions and express them algebraically using Glogster (virtual poster).
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: The cooperative learning exercise involves the class in conversation with each other about the content. The students are also using checklists to asses their own work. Logic: The input and output tables, graphs and expressed function are ways a logical thinker analyzes data. Visual: This project allows students to show functions in multiple ways. This is perfect for a visual learner because seeing the function algebraically might be impossible for one person to interpret, but to see it graphically would make more sense for them. Kinesthetic: The hook activity has students getting up and forming a graphed function with their bodies. Each student represents a coordinate. Together they represent a function. Interpersonal: When students are involved in the cooperative learning experience they are collaborating with their classmates in pairs discussing the question the teacher has given them. Intrapersonal: This project is an individually based project. Students will complete their own work and be scored individually.
Type II Technology: Students will create their project using Glogster, a virtual poster. They will show their knowledge of graphing equations.
Rationale: This lesson involves six of the multiple intelligences so student's are engaged and can continue their learning. Students will have a lot of freedom when completing this problem. They can choose to work with peers or not and can include as much detail as they wish. Students will include relevant videos, pictures and links in their Glogster.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will understand that graphing is a real-world skill needed for many jobs. Many business jobs and companies use graphs to analyze data and scenarios. It's important to know how to make graphs and tables and analyze them to further their skills and education. Cooperative learning activities will be used so students can reflect on what they're learning and clarify any thoughts and plans for their summative assessment. Students will work next to a peer to refer to when completing their assignment. They can collaborate as much or as little as possible. Students will have access to the teacher and to everyone's e-mail addresses so they can communicate outside of class.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will use online video resources to learn a new concept and to use a new tool. The use of Glogster will demonstrate their learning of graphs and equations in a type II way. Embedding links and other resources in their projects makes this resource extremely beneficial in exploring technology instead of just gluing pictures on a poster board.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ashley Godbout Lesson #: 2 Facet: Explain
Grade Level: 8 Numbers of Days: 2
Topic: Functions
PART I:
Objectives
Students will understand that functions have properties that can be represented algebraically, graphically, or verbally
Students will know y=mx+b, slope, y-intercept, understanding graphs
Students will be able to show functions can be represented algebraically, graphically, or verbally
Product: Glogster
Common Core State Standards (CCSS) Alignment
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards: 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Rationale: Students will graph functions and express them algebraically using Glogster (virtual poster).
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
The teacher will check for understanding by having students show thumbs up or thumbs down signaling if they understand or not. This will include properties of functions and how they can be represented. Graphs and algebraic expressions will be shown and questions will be asked about them and students will show a thumbs up for understanding or a thumbs down for needs more explanation.
Section II – timely feedback for products (self, peer, teacher)
Students will self-asess themselves using a checklist that will be provided to them by the teacher. They will be assessing if they are correctly representing the equations they choose. The teacher will use this same checklist to asses their projects when they are complete and score them accordingly.
Summative (Assessment of Learning):
Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations.
Integration
Technology: This project includes technology by using Glogster to create a virtual poster.
Content Areas: English: Students will use a cluster for a graphic organizer to plan which functions they want to include in their poster.
Art: This project allows students who are enjoy art to be as creative as they'd like. Glogster has a lot of interesting features that they can add to their poster. They must have the required math portion but how they set up their project is completely up to them.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a cluster as a graphing organizer to plan what functions they want to include in their poster. The teacher will ask a question related to graphs and will then shout "stand up, pair up, share up" and students will discuss the question in pairs.
Section II – Groups and Roles for Product
Students will work independently on this project. When they participate in the cooperative learning activity the pairs will be picked at random. However, the classroom chairs will be set up in rows with two desks per space. Students can assist each other and work together on planning their project but they will complete them separately.
Differentiated Instruction
MI Strategies
Verbal: The cooperative learning exercise involves the class in conversation with each other about the content. The students are also using checklists to asses their own work.
Logic: The input and output tables, graphs and expressed function are ways a logical thinker analyzes data.
Visual: This project allows students to show functions in multiple ways. This is perfect for a visual learner because seeing the function algebraically might be impossible for one person to interpret, but to see it graphically would make more sense for them.
Kinesthetic: The hook activity has students getting up and forming a graphed function with their bodies. Each student represents a coordinate. Together they represent a function.
Interpersonal: When students are involved in the cooperative learning experience they are collaborating with their classmates in pairs discussing the question the teacher has given them.
Intrapersonal: This project is an individually based project. Students will complete their own work and be scored individually.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: If students are absent for either of the days we will be completing this project they should refer to the class wiki for instructions and what they missed on each day. The student is expected to meet with the teacher to discus what they missed and plan for how they will complete the work they missed. Students should rely on their classmates for notes as well as the class wiki for handouts.
Extensions
Type II technology: The product for this assignment is a poster, however, Glogster is a program that makes this poster virtual. This is type II technology because the student can include links to videos, photos, articles and much more on their Glogster. It connects it's viewer to resources other then the poster. It can also be posted on the class wiki for everyone to share what they created. Combined, these reasons make Glogster type II technology.
Gifted Students: Gifted students can help their peers to create examples to put on their poster. It is optional but they will be encouraged to do this because it will help them solidify their knowledge and further their understanding.
Materials, Resources and Technology
Teacher laptop
Student laptops
SmartBoard/White board
Duct tape
Index cards
Graph paper
Updated class wiki
Internet
Calculator
Textbook
Checklist
Source for Lesson Plan and Research
Glogster tutorial:
http://www.youtube.com/watch?v=80NISdsoouE
Graphic organizer:
http://www.eduplace.com/graphicorganizer/
Cooperative learning:
"Stand up-pair up-share up"
Class wiki:
wikispaces.com
Algebra Textbook
Graphing linear equations tutorial:
http://www.youtube.com/watch?v=UgtMbCI4G_I
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement:
The desks will be set up in rows but each row will contain pairs of desks together. Students will sit in pairs throughout the lesson but students can turn their desks around so there are two sets of pairs sitting together.
Agenda:
Day one (80 minutes):
- Hook (5 minutes)
- SmartBoard presentation on graphing (20 minutes)
- Practice worksheet (10 minutes)
- Product (20 minutes)
◦ Introduction to assignment and checklist (10 minutes)◦ Glogster tutorial (5 minutes)
◦ Questions (5 minutes)
- Work period (graphic organizer) (25 minutes)
Homework: Come up with at least three examples to include on your Glogster. Complete using graphic organizer.Day Two (80 minutes)
- Open with questions related to content or project (10 minutes)
- Finish examples and content to be presented on poster and find links to include (40 minutes)
- Start Glogster (30 minutes)
Homework: Finish Glogster for next classStudents will understand that functions have properties that can be represented algebraically, graphically, or verbally. Representing information in different ways is extremely important for data interpretation and to have variation for visual and logical people. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.At the start of class on day one, students will all receive the same equation on an index card and they will pick any x value from -10 to +10 to plug into the equation. They will tell the teacher which number they pick and she will make a table on the SmartBoard. At their desks they will plug their number into the function and when they have an output value (y-cord) the students will stand on their created coordinate on a coordinate plane that is displayed on the floor using duct tape. No student can have the same x value.
Where, Why, What, Hook, Tailors: Kinesthetic, logical, interpersonal, intrapersonal, visual
Students will know y=mx+b, slope, y-intercept, understanding graphs. Students will use a cluster as a graphing organizer to plan what functions they want to include in their poster. They can choose to express them however they want but they must have a variety of ways. They can graph equations they are using on graph paper instead of using the cluster. During this the teacher will include cooperative learning by asking a question related to graphs and will shout "stand up, pair up, share up" and students will discuss the question in pairs. Students will use thumbs up/thumbs to show the teacher if they understand properties of functions and how they can be represented. Graphing and algebraic questions will be asked and students will show a thumbs up for understanding and thumbs down for needs more explanation. Students can talk with peers during these processes and can ask the teacher questions at any point. The teacher will also respond to any emails addressing this project and post updates and necessary information to the class wiki whenever necessary.
Equip, Explore, Rethink, Tailor: Verbal, logical, interpersonal, intrapersonal, visual
Students will be able to show functions can be represented algebraically, graphically, or verbally. The teacher expects the student to create a virtual poster using Glogster showing how to graph and algebraically express linear functions. When the teacher completes the presentation, she will introduce the assignment. Students will watch a tutorial that introduces them to Glogster and shows them how to navigate the program. I will assign seats to the students so they are sitting in pairs. This will not be a random process because I don't want the class sitting with their friends on this project. Students will be asked graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations. During the beginning stages of this project the teacher will be walking around the room checking her student's graphic organizers and offering help. She will include the thumbs up/thumbs down activity to check for understanding whenever she wants to collectively address where her class is excelling and where they need further instruction. Students will receive a copy of the checklist and they will be expected to use it as they are completing their product. It is what they will be scored by so the teacher will encourage students to thoroughly complete it so they aren't missing any key points.
Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, verbal, logical, intrapersonal
Students will self-asses their progress and product using a checklist to evaluate if they are correctly representing the functions they chose. The teacher will use the same checklist the student uses to asses and score this project accordingly. The check-list will ask students to present a minimum of 7 examples and to include inter-active links to videos, images, and articles. Students must complete a Glogster and post it to the class wiki. Their examples must be correctly drawn or expressed to receive full credit. Graphing functions will help student's tremendously on future lessons and in future classes. It's a very important skill that they must know in order to be successful in math classes. In future lessons students will have to graph equations and also analyze and interpret them.
Evaluate, Tailors: Verbal, intrapersonal, logic
Content Notes
Students will know:
y=mx+b
slope
y-intercept
understanding graphs
Lesson 2 content notes.pdf
- DetailsDownload72 KB
See AttachedHandouts
Graphic organizer
Practice worksheet
Graph paper
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will have clear expectations throughout this lesson. The directions and lessons will be posted on the class wiki and the teacher will be available by e-mail and during class time. Students will have class notes to refer back to and Youtube videos to watch.
Microscope: Students will be able to work independently on this project. However, there will be opportunities for discussions during cooperative learning and filling out their graphic organizers. Gifted students (it will be offered to the whole class, too) can choose to analyze their graphs.
Puppy: Students will work in a safe, comfortable atmosphere. Expectations will be expressed at the start of this lesson. Groups will be random when participating in cooperative learning, however, students will only be in this pair for a few minutes.
Beach Ball: Students will have the freedom to include any graphs they want and can add as much artistic detail. Students can design their examples or use ones included in the book. Students will have access to a variety of resources.
Rationale: This lesson will build off from information introduced in lesson one while introducing new concepts in a variety of learning styles.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
The teacher will check for understanding by having students show thumbs up or thumbs down signaling if they understand or not. This will include properties of functions and how they can be represented. Graphs and algebraic expressions will be shown and questions will be asked about them and students will show a thumbs up for understanding or a thumbs down for needs more explanation.
Section II – timely feedback for products (self, peer, teacher)
Students will self-assess themselves using a checklist that will be provided to them by the teacher. They will be assessing if they are correctly representing the equations they choose. The teacher will use this same checklist to asses their projects when they are complete and score them accordingly.
Summative:
Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation. Students must include interactive links, videos, and pictures in the Glogster to describe their processes and equations.
Rationale: The formative assessments will check for understanding and have students grow in their learning. The student and teacher will be able to see where the student needs more attention and direction and where they are grasping information. The summative assessment will show student's mastery on graphing linear equations and give the teacher feedback.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know: y=mx+b, slope, y-intercept, understanding graphs
CCSS:
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards: 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Facet: Explain
Rationale: Students will graph functions and express them algebraically using Glogster (virtual poster).
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: The cooperative learning exercise involves the class in conversation with each other about the content. The students are also using checklists to asses their own work.
Logic: The input and output tables, graphs and expressed function are ways a logical thinker analyzes data.
Visual: This project allows students to show functions in multiple ways. This is perfect for a visual learner because seeing the function algebraically might be impossible for one person to interpret, but to see it graphically would make more sense for them.
Kinesthetic: The hook activity has students getting up and forming a graphed function with their bodies. Each student represents a coordinate. Together they represent a function.
Interpersonal: When students are involved in the cooperative learning experience they are collaborating with their classmates in pairs discussing the question the teacher has given them.
Intrapersonal: This project is an individually based project. Students will complete their own work and be scored individually.
Type II Technology:
Students will create their project using Glogster, a virtual poster. They will show their knowledge of graphing equations.
Rationale:
This lesson involves six of the multiple intelligences so student's are engaged and can continue their learning. Students will have a lot of freedom when completing this problem. They can choose to work with peers or not and can include as much detail as they wish. Students will include relevant videos, pictures and links in their Glogster.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will understand that graphing is a real-world skill needed for many jobs. Many business jobs and companies use graphs to analyze data and scenarios. It's important to know how to make graphs and tables and analyze them to further their skills and education. Cooperative learning activities will be used so students can reflect on what they're learning and clarify any thoughts and plans for their summative assessment. Students will work next to a peer to refer to when completing their assignment. They can collaborate as much or as little as possible. Students will have access to the teacher and to everyone's e-mail addresses so they can communicate outside of class.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will use online video resources to learn a new concept and to use a new tool. The use of Glogster will demonstrate their learning of graphs and equations in a type II way. Embedding links and other resources in their projects makes this resource extremely beneficial in exploring technology instead of just gluing pictures on a poster board.